Personal Growth Initiative and Life Satisfaction in Chinese and American Students: Some Evidence for Using Resources in the East and Being Planful in the West

2017 ◽  
Vol 1 (1-3) ◽  
pp. 49-56 ◽  
Author(s):  
Edward C. Chang ◽  
Hongfei Yang ◽  
Mingqi Li ◽  
Tianbi Duan ◽  
Yifan Dai ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Personal Growth ◽  
The West ◽  
Personal Growth Initiative ◽  
American Students ◽  
Growth Initiative

scholarly journals Personal growth initiative’s relation to life meaning and satisfaction in a polish sample

2018 ◽  
Vol 39 (5) ◽  
pp. 1648-1660
Author(s):  
Dominika Borowa ◽  
Marlena M. Kossakowska ◽  
Kevin Andrew Harmon ◽  
Christine Robitschek
Keyword(s):  
Life Satisfaction ◽  
Personal Growth ◽  
Meaning In Life ◽  
Well Being ◽  
Political Transformation ◽  
Personal Growth Initiative ◽  
Presence Of Meaning ◽  
Polish Version ◽  
Growth Initiative ◽  
Measurement And Evaluation

Abstract This study aimed to develop and validate a Polish version of the Personal Growth Initiative Scale - II (PGIS-II; Robitschek et al. Journal of Counseling Psychology, 59(2), 274–287, 2012). The PGIS-II assesses skills for intentional cognitive, behavioral, or affective change in one’s life. These skills may promote positive mental health (Robitschek and Hershberger Journal of Counseling & Development, 83(4), 457–469, 2005) that could benefit Polish individuals following cultural and political transformation since the late 1980’s when Poland regained sovereignty from communism (Muszczynski 2015). The second aim of this study was to verify the hypothesis that Personal Growth Initiative (Robitschek Measurement and Evaluation in Counseling and Development, 30, 183–198, 1998, Measurement and Evaluation in Counseling and Development, 31, 197–210, 1999) may be related to life satisfaction indirectly via presence of meaning in life. Participants were 530 Polish citizens (65.1% female) aged 15–84. Participants completed the PGIS-II (Polish version) and measures to assess construct validity. Confirmatory factor analysis supported a 4-factor structure similar to the original PGIS-II structure, with slight differences in item loadings. Internal consistency estimates for the scale and subscales were adequate to strong. PGIS-II (Polish version) scores correlated positively with measures of well-being, providing evidence for concurrent validity of the scale. There was a significant indirect effect of PGI’s relationship with life satisfaction via presence of meaning in life. The Polish version of the PGIS-II shows sound psychometric properties and may be used with Polish populations.

Enhancing personal growth initiative

2010 ◽  
Author(s):  
Megan A. Martinez ◽  
Daria Roumiantseva ◽  
Nathaniel Geiger ◽  
Rhea Ponder
Keyword(s):  
Personal Growth ◽  
Personal Growth Initiative ◽  
Growth Initiative

scholarly journals Perception of Psycho-Social School Environment, Personal Growth Initiative and Fear of Failure among EAMCET Aspirants

2016 ◽  
Vol 4 (2) ◽  
pp. 323
Author(s):  
Nandini Sanyal ◽  
Tina Fernandes ◽  
Zaina Hazari
Keyword(s):  
Gender Differences ◽  
Personal Growth ◽  
School Environment ◽  
Sampling Technique ◽  
Fear Of Failure ◽  
Intermediate Students ◽  
Personal Growth Initiative ◽  
Purposive Sampling ◽  
Important Others ◽  
Growth Initiative

<div><p><em>The objective of the present study is to investigate whether there is a relationship between perception of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The study also aimed to observe whether there are gender differences between students going to colleges (viz. with EAMCET coaching and without EAMCET coaching) in terms of psycho-social school environment, personal growth initiative and fear of failure in intermediate students. The School Environment Inventory (Misra, 1984), the Personal Growth Initiative Scale-II (Robitschek et al., 2012) and the Performance Failure Appraisal Inventory (Conroy et. al., 2002) were administered on 300 intermediate students (150 boys and 150 girls) selected through a non-probability purposive sampling technique to measure the perception of psycho-social school environment, personal growth initiative and fear of failure respectively. The results indicated significant gender differences between the students going to colleges with coaching and the students going to colleges without coaching with respect to perception of psycho-social school environment and personal growth initiative (p&lt;0.05). However, no significant gender differences were observed in fear of failure and its dimensions (p&gt;0.05). Among students going to colleges with coaching negative correlations were observed between rejection, fear of experiencing shame and embarrassment  and personal growth initiative, moreover in this group, creative stimulation, cognitive encouragement and permissiveness (p&lt;0.05) were positively correlated with using resources and negatively correlated with fears of important others losing interest (p&lt;0.05). Also personal growth initiative was positively correlated with fears of upsetting important others and cognitive encouragement (p&lt;0.05) in students going to colleges without coaching. The present study reiterates that perception of school environment by students is of paramount importance in promoting or hindering the student’s personal growth initiative and subsequently their fear of failure.</em></p></div>

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